General and Test Anxiety, Shyness, and Grade Point Average of Elementary School Children of Divorced and Nondivorced Parents

1994 ◽  
Vol 74 (2) ◽  
pp. 512-514 ◽  
Author(s):  
Garrett Call ◽  
Joe Beer ◽  
John Beer
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Elementary Grades ◽  
Normal Curve ◽  
Grade Point ◽  
General Anxiety ◽  
School Year ◽  
Scale Test ◽  
Pearson Correlations ◽  
School Records

116 boys and girls in elementary Grades 4, 5, and 6 were administered the General Anxiety Scale, Test Anxiety Scale, and the Shyness Scale. Their GPAs were obtained from school records as were Normal Curve Equivalents from the Iowa Tests of Basic Skills given the previous school year. Children of divorced parents ( n = 31) had lower GPAs than children of nondivorced parents ( n = 85). The girls had higher GPAs and general anxiety scores than the boys. The students who scored lower on test anxiety had higher Normal Curve Equivalents. Pearson correlations were significant for scores on Test Anxiety with those on general anxiety ( r = .57), GPA ( r = − .25), and Normal Curve Equivalents ( r = – .26). Normal Curve Equivalents correlated significantly with GPA ( r = .66), but shyness did not correlate significantly with any other measure.

Learning Effects While Passively Viewing the Necker Cube

1989 ◽  
Vol 69 (3-2) ◽  
pp. 1391-1394 ◽  
Author(s):  
John Beer
Keyword(s):  
High School Students ◽  
Test Anxiety ◽  
Necker Cube ◽  
Anxiety Scale ◽  
Learning Effects ◽  
Ambiguity Tolerance ◽  
School Students ◽  
General Anxiety ◽  
Tolerance Of Ambiguity ◽  
Pearson Correlations

Over a 2-wk. period 15 high school students passively viewed a Necker cube for 5 trials (90 sec. per trial). The number of reversals per trial indicates there were practice effects. Measures of tolerance of ambiguity (Tolerance of Ambiguity), anxiety (General Anxiety Scale and Test Anxiety Scale), and rigidity (Breskin's Rigidity) were administered. Pearson correlations indicate that tolerance of ambiguity was not associated with viewing an ambiguous figure, the Necker cube. Analysis also suggests the more rigid the person's outlook, the fewer reversals were reported, and exposure to viewing the figure lowers anxiety.

Learning Effects While Passively Viewing the Necker Cube

1989 ◽  
Vol 69 (3_suppl) ◽  
pp. 1391-1394 ◽  
Author(s):  
John Beer
Keyword(s):  
High School Students ◽  
Test Anxiety ◽  
Necker Cube ◽  
Anxiety Scale ◽  
Learning Effects ◽  
Ambiguity Tolerance ◽  
School Students ◽  
General Anxiety ◽  
Tolerance Of Ambiguity ◽  
Pearson Correlations

Over a 2-wk. period 15 high school students passively viewed a Necker cube for 5 trials (90 sec. per trial). The number of reversals per trial indicates there were practice effects. Measures of tolerance of ambiguity (Tolerance of Ambiguity), anxiety (General Anxiety Scale and Test Anxiety Scale), and rigidity (Breskin's Rigidity) were administered. Pearson correlations indicate that tolerance of ambiguity was not associated with viewing an ambiguous figure, the Necker cube. Analysis also suggests the more rigid the person's outlook, the fewer reversals were reported, and exposure to viewing the figure lowers anxiety.

scholarly journals The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0245200
Author(s):  
Ahmed M. Megreya ◽  
Denes Szűcs ◽  
Ahmed A. Moustafa
Keyword(s):  
Psychometric Properties ◽  
Test Anxiety ◽  
Science Achievement ◽  
Math Anxiety ◽  
Factor Model ◽  
Anxiety Scale ◽  
Learning Science ◽  
Science Anxiety ◽  
General Anxiety ◽  
Evaluation Anxiety

Science anxiety refers to students’ negative emotions about learning science. Across two studies, we investigated the psychometric properties of the newly developed Abbreviated Science Anxiety Scale (ASAS), which was adapted from the modified Abbreviated Math Anxiety Scale (m-AMAS) (Carey E., 2017). Using a sample of students in grades 7 to 10 (N = 710), Study 1 reported a two-factor structure of the ASAS (learning science anxiety and science evaluation anxiety) and negative associations between the ASAS factors and science achievement. Study 2 replicated this two-factor model in students in grades 11 and 12 (N = 362) and found that students in the “Arts” track were more anxious about science than those in “Sciences” track. Both studies consistently reported positive inter-correlations between the ASAS factors, with good internal reliabilities and modest meaningful associations with test anxiety and general anxiety, suggesting that science anxiety might be a distinct construct. Further, female students had higher science anxiety (especially science evaluation anxiety) than male students, even when test anxiety and general anxiety were considered in models. In summary, the ASAS is a brief, valid, and reliable instrument that can be used to guide and improve science education.

Depression, General Anxiety, Test Anxiety, and Rigidity of Gifted Junior High and High School Children

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1128-1130 ◽  
Author(s):  
John Beer
Keyword(s):  
High School ◽  
Test Anxiety ◽  
Junior High ◽  
Gifted Students ◽  
Depression Scale ◽  
Anxiety Scale ◽  
Children's Depression Inventory ◽  
General Anxiety ◽  
Children’S Depression Inventory ◽  
Children’S Depression

27 gifted students in junior high and high school from north central Kansas school districts were administered the Children's Depression Inventory, the Beck Depression Scale, Test Anxiety Scale, General Anxiety Scale, and Breskin's Rigidity Scale. Sex, age, and grade were not considered, as the sample was small. The gifted students' mean scores for depression were below the cut-off score while their test anxiety, general anxiety, and rigidity scores were at moderate levels. Pearson correlations were significant for Beck Depression with the Children's Depression ( r = .82) and General Anxiety Scales ( r = .60). Scores on the General Anxiety Scale correlated significantly with those on the Children's Depression Inventory ( r = .69) and the Test Anxiety Scale ( r = .55). Rigidity scores were not correlated significantly with any other measure and scores on the depression scales did not correlate significantly with those on the Test Anxiety Scale.

Psychometric Properties of the Test Anxiety Scale for Children in a Mexican-American Sample

2012 ◽  
Author(s):  
Sylvia Z. Ramirez ◽  
Sachin Jain ◽  
Leila L. Flores-Torres ◽  
Roxanna Perez ◽  
Peter L. Kranz
Keyword(s):  
Psychometric Properties ◽  
Test Anxiety ◽  
Mexican American ◽  
Anxiety Scale ◽  
American Sample

Test Anxiety Scale for Children

1958 ◽  
Author(s):  
Seymour B. Sarason ◽  
Kenneth Davidson ◽  
Frederick Lighthall ◽  
Richard Waite
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale

Study Behaviors and Their Relationships to Test Anxiety and Academic Performance

1972 ◽  
Vol 30 (2) ◽  
pp. 407-410 ◽  
Author(s):  
George J. Allen ◽  
Wayne M. Lerner ◽  
James J. Hinrichsen
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Multivariate Regression Analysis ◽  
Study Data ◽  
Self Report ◽  
Grade Point ◽  
Academic Aptitude ◽  
Relevant Variables ◽  
Study Behaviors ◽  
High School Rank

Multivariate regression analysis of academic aptitude, test anxiety, and self-report study data from 122 undergraduates indicated high school rank to be the best predictor of grade point average. The number of days Ss reported studying and one test anxiety scale also added significantly to the prediction. Analysis of the study-relevant variables across the semester indicated differential patterns of study existed for students with good, average, and poor grades. The relative independence of test anxiety and study behaviors suggested that the latter class of variables might profitably be used to increase prediction of academic performance.

Test Anxiety Scale: Reliability among Ethiopian Students

2010 ◽  
Vol 107 (3) ◽  
pp. 939-948 ◽  
Author(s):  
P. Mohan Raju ◽  
Misganaw Mesfin ◽  
Esa Alia
Keyword(s):  
Test Anxiety ◽  
Internal Consistency ◽  
Anxiety Scale ◽  
Factor Analyses ◽  
Preparatory School ◽  
Confirmatory Factor Analyses ◽  
Cronbach Alpha ◽  
Scale Reliability ◽  
Confirmatory Factor ◽  
Grade 8

Sarason's Test Anxiety Scale, translated into an Ethiopian language, was administered to 391 students in Grade 8 and to 422 students in preparatory school (Grades 11 and 12). In the first sample, 32 items loaded above the 0.3 criterion of acceptable item-remainder correlations and Cronbach alpha of .84. In the second sample, Cronbach alpha was .84 for the 34 items, but only 19 items had acceptable item-remainder correlations. The internal consistency reliabilities were comparable with those reported in the literature. However, the results of confirmatory factor analyses with extraction of four factors did not confirm the item loadings on factors as reported in the literature. Younger students (Grade 8) were found to have higher mean Test Anxiety than Grades 11 and 12 students. The Amharik version of the Test Anxiety Scale as a whole could be considered reliable and useful for Ethiopian students.

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